Search by Topic

Resources tagged with Mathematical modelling similar to A Method of Defining Coefficients in the Equations of Chemical Reactions:

Filter by: Content type:
Stage:
Challenge level: Challenge Level:1 Challenge Level:2 Challenge Level:3

There are 42 results

problem Icon

Time to Evolve 2

Stage: 5 Challenge Level: Challenge Level:2 Challenge Level:2

How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?

problem Icon

Dam Busters 1

Stage: 5 Challenge Level: Challenge Level:1

At what positions and speeds can the bomb be dropped to destroy the dam?

problem Icon

Fixing the Odds

Stage: 4 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

You have two bags, four red balls and four white balls. You must put all the balls in the bags although you are allowed to have one bag empty. How should you distribute the balls between the two. . . .

problem Icon

Over-booking

Stage: 5 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

The probability that a passenger books a flight and does not turn up is 0.05. For an aeroplane with 400 seats how many tickets can be sold so that only 1% of flights are over-booked?

problem Icon

Shaping the Universe III - to Infinity and Beyond

Stage: 3 and 4

The third installment in our series on the shape of astronomical systems, this article explores galaxies and the universe beyond our solar system.

problem Icon

Impuzzable

Stage: 5

This is about a fiendishly difficult jigsaw and how to solve it using a computer program.

problem Icon

The Mean Game

Stage: 5

Edward Wallace based his A Level Statistics Project on The Mean Game. Each picks 2 numbers. The winner is the player who picks a number closest to the mean of all the numbers picked.

problem Icon

Problem Solving, Using and Applying and Functional Mathematics

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

problem Icon

Escalator

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

At Holborn underground station there is a very long escalator. Two people are in a hurry and so climb the escalator as it is moving upwards, thus adding their speed to that of the moving steps. . . .

problem Icon

Elastic Maths

Stage: 4

How do you write a computer program that creates the illusion of stretching elastic bands between pegs of a Geoboard? The answer contains some surprising mathematics.

problem Icon

What's a Knot?

Stage: 2, 3 and 4 Challenge Level: Challenge Level:1

A brief video explaining the idea of a mathematical knot.

problem Icon

Drawing Doodles and Naming Knots

Stage: 2, 3 and 5

This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!

problem Icon

Advanced Scientific Mathematics

Stage: 4 and 5 Challenge Level: Challenge Level:1

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

problem Icon

Maximum Flow

Stage: 5 Challenge Level: Challenge Level:1

Given the graph of a supply network and the maximum capacity for flow in each section find the maximum flow across the network.

problem Icon

FA Cup

Stage: 5 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

In four years 2001 to 2004 Arsenal have been drawn against Chelsea in the FA cup and have beaten Chelsea every time. What was the probability of this? Lots of fractions in the calculations!

problem Icon

Circuit Training

Stage: 4 Challenge Level: Challenge Level:1

Mike and Monisha meet at the race track, which is 400m round. Just to make a point, Mike runs anticlockwise whilst Monisha runs clockwise. Where will they meet on their way around and will they ever. . . .

problem Icon

Where to Land

Stage: 4 Challenge Level: Challenge Level:1

Chris is enjoying a swim but needs to get back for lunch. If she can swim at 3 m/s and run at 7m/sec, how far along the bank should she land in order to get back as quickly as possible?

problem Icon

Epidemic Modelling

Stage: 5 Challenge Level: Challenge Level:1

Use the computer to model an epidemic. Try out public health policies to control the spread of the epidemic, to minimise the number of sick days and deaths.

problem Icon

Model Solutions

Stage: 5 Challenge Level: Challenge Level:1

How do these modelling assumption affect the solutions?

problem Icon

Spot the Card

Stage: 4 Challenge Level: Challenge Level:1

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

problem Icon

The Wrong Stats

Stage: 5 Challenge Level: Challenge Level:1

Why MUST these statistical statements probably be at least a little bit wrong?

problem Icon

Slippage

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

A ladder 3m long rests against a wall with one end a short distance from its base. Between the wall and the base of a ladder is a garden storage box 1m tall and 1m high. What is the maximum. . . .

problem Icon

The Use of Mathematics in Computer Games

Stage: 5

An account of how mathematics is used in computer games including geometry, vectors, transformations, 3D graphics, graph theory and simulations.

problem Icon

Snooker

Stage: 5 Challenge Level: Challenge Level:1

A player has probability 0.4 of winning a single game. What is his probability of winning a 'best of 15 games' tournament?

problem Icon

Lap Times

Stage: 4 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

Two cyclists, practising on a track, pass each other at the starting line and go at constant speeds... Can you find lap times that are such that the cyclists will meet exactly half way round the. . . .

problem Icon

Stone Henge

Stage: 5 Challenge Level: Challenge Level:1

Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.

problem Icon

Ball Bearings

Stage: 5 Challenge Level: Challenge Level:2 Challenge Level:2

If a is the radius of the axle, b the radius of each ball-bearing, and c the radius of the hub, why does the number of ball bearings n determine the ratio c/a? Find a formula for c/a in terms of n.

problem Icon

The Legacy

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

Your school has been left a million pounds in the will of an ex- pupil. What model of investment and spending would you use in order to ensure the best return on the money?

problem Icon

Chocolate 2004

Stage: 4 Challenge Level: Challenge Level:1

First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...

problem Icon

Concrete Calculation

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

The builders have dug a hole in the ground to be filled with concrete for the foundations of our garage. How many cubic metres of ready-mix concrete should the builders order to fill this hole to. . . .

problem Icon

In Constantly Passing

Stage: 4 Challenge Level: Challenge Level:1

A car is travelling along a dual carriageway at constant speed. Every 3 minutes a bus passes going in the opposite direction, while every 6 minutes a bus passes the car travelling in the same. . . .

problem Icon

Scratch Cards

Stage: 4 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

To win on a scratch card you have to uncover three numbers that add up to more than fifteen. What is the probability of winning a prize?

problem Icon

Cushion Ball

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

The shortest path between any two points on a snooker table is the straight line between them but what if the ball must bounce off one wall, or 2 walls, or 3 walls?

problem Icon

Truth Tables and Electronic Circuits

Stage: 2, 3 and 4

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

problem Icon

Overarch 2

Stage: 5 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

Bricks are 20cm long and 10cm high. How high could an arch be built without mortar on a flat horizontal surface, to overhang by 1 metre? How big an overhang is it possible to make like this?

problem Icon

Spinners

Stage: 5 Challenge Level: Challenge Level:2 Challenge Level:2

How do scores on dice and factors of polynomials relate to each other?

problem Icon

Shaping the Universe II - the Solar System

Stage: 3 and 4

The second in a series of articles on visualising and modelling shapes in the history of astronomy.

problem Icon

Logic, Truth Tables and Switching Circuits Challenge

Stage: 2, 3, 4 and 5

Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to. . . .

problem Icon

Predator - Prey Systems

Stage: 5 Challenge Level: Challenge Level:1

See how differential equations might be used to make a realistic model of a system containing predators and their prey.

problem Icon

Stringing it Out

Stage: 4 Challenge Level: Challenge Level:1

Explore the transformations and comment on what you find.

problem Icon

Bus Stop

Stage: 4 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

Two buses leave at the same time from two towns Shipton and Veston on the same long road, travelling towards each other. At each mile along the road are milestones. The buses' speeds are constant. . . .

problem Icon

Modelling Assumptions in Mechanics

Stage: 5

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.